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GreatSchools Rating

Francis Hopkinson Elementary School

Public | K-5 | 628 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
No new ratings
2010:
Based on 2 ratings

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Parent involvement

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20 reviews of this school


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Posted April 28, 2013

This school is average with a good dose of parent involvement that keeps it afloat. LAUSD gets a great name because of test scores and all of the tireless hours that the parents dedicate to their own kids. Parents also contribute a signficant amount to the district financially. We experienced an awful year with a teacher whose name rhymes with "tin" where our child was literally swept under the rug because our child wasn't a shining star. So much for the great teaching that supposedly goes on here. Sadly, a good handful of teachers here and throughout all schools are protected by tenure. They literally can never get fired. In fact, our former teacher was so awful that she was transferred to Hopkinson from another campus years ago, shifted from grade to grade, has had numerous confrontations with families and staff, yet she's still collecting a paycheck. Awesome. Look elsewhere.
—Submitted by a parent


Posted October 6, 2012

Great place to be a kid! Strong sense of family among the students, staff, and parents. Students are challenged with strong academics and ever increasing technology. Cannot imagine my kids to going anywhere else!
—Submitted by a parent


Posted September 27, 2010

My daughter finished kindergarten last year and had an excellent experience. I am a teacher and I am amazed at all that she learned last year and how excited that she was about each day of school. Thank you Mrs. Haas!
—Submitted by a parent


Posted September 13, 2010

This is our second year at Hopkinson Elementary and we LOVE LOVE LOVE it!!! My daughter was in Kindergarten last year and had Mrs. Flynn, she is kind, sweet and GREAT with the kids and parents. She is there to offer your child the best possible start to school she possibly can. My younger daughter has her this year and can not be more excited about all that this year has in store. Dr. Stewart the Principal is second to NONE! She cares for each and every student and it shows. Parent involvement is what makes this school so special. Parents are there everyday giving their time, energy and money to the school. Parent support and involvment is what makes this school so special.
—Submitted by a parent


Posted July 30, 2009

The parent involvement at Hopkinson keeps the school spirit high. A very friendly, close-knit community. Our first grade year, however, left a lot to be desired. Just remember, parents, if your child is doing packet after packet of workbook pages daily....this is not teaching. We were stuck with what I consider a lazy teacher who relied on workbook pages and worksheets as her routine. Not the well-rounded education that we thought we'd get. Be careful of what's going on in your child's room.
—Submitted by a parent


Posted July 13, 2009

Hopkinson is a great school! The parent involvement is tremendous. We have great teachers who truly care about our children. FOH funds additional enrichment like our wonderful music teacher. This is in addition to our strong academics! Hopkinson is an all around great school!
—Submitted by a parent


Posted June 29, 2009

Great school. My child had a great 1st grade teacher that really excelled him in his academics. The parent volunteering was huge. This is a good sign of the type of people you will be surrounded by.
—Submitted by a parent


Posted June 12, 2009

The principal is very 'visible' and friendly too all. She is very proud of the students and positive with them. We just wish that the principal would take a good hard look at what is truly going on in some of her classrooms. We were told that all teachers work together and cover the same materials at each grade level, but we have noticed that the teaching in some rooms far outshines others. Our child's teacher, this year, definitely needs a mentor so that she can work on a new teaching style. The day-to-day paper&pencil seat work that we experienced this year was sad. So disappointing that she and other teachers are not supervised more closely.
—Submitted by a parent


Posted June 1, 2009

My second child will graduate from Hopkinson this month and as a parent, I have been extremely pleased with the experience of both daughters. Parents SHOULD be engaged in their child's education and for those who feel the sole repsonsibility falls on the teachers and school, wake up! This is great school to start your child's educational growth with excellent teachers who are happy to be there and a very supportive community base that provides needed financial backing. Congrats to Dr. Stewart and the teachers on your recognition as an exceptional elementary school.
—Submitted by a parent


Posted May 17, 2009

I agree with the 'middle' student review below. The school (as well as the district) isn't prepared to deal with students requiring some help. The principal is very happy to sit back on test scores and disregard these students. Teachers aren't given any direction on how to deal with these kids, nor do they want to deal with the extra work required. Be prepared to lose 2 months of learning prior to STAR testing, while students prep. to test. First rate music program and some really wonderful teachers, but if you're looking for your 'average' child to leave with self-confidence, look elsewhere.
—Submitted by a parent


Posted October 17, 2008

This is a great school education wise and for parent involvement. But they really need more workers watching the K/1st graders at lunch and afterlunch recess. There are only 2 ladies watching at least 200 kids. There has been bullying at these times, and the lunch ladies do not see it. The parents donate so much money to this school, and some of it should be used for extra lunch people to watch our kids and keep them safe.
—Submitted by a parent


Posted June 13, 2008

The school is a great, extraordinary even, school for the 'middle' child. However, if your child is exceptional (either positively or negatively), forget about it. They simply are not prepared. The teachers and counselors, as a rule, do not have the desire to put in any extra to help guide the stand-out student. In fact, they are hostile and make you feel bad for even asking for guidance. I do have names of teachers I would advise you to stay away from, but I believe that is against the guidelines of the site. All that being said, I would not hesitate to send another child to this school. I love the community and the involvement of the parents is second to none.
—Submitted by a parent


Posted August 30, 2007

Unfortunately, it sometimes works against you if you are not a parent who demands to check in, (aka 'volunteer' in the classroom). What happened to trusting in what we have at Hopkinson, including a passionate and competent administrator. I agree that there are parents who need a reality check, but the staff also knows which parents are high maintanance.
—Submitted by a parent


Posted February 15, 2006

I think this is a great school but is a little big. I am a little concerned about the Kindergartners being so close to the street.
—Submitted by a parent


Posted January 11, 2006

Hopkinson is an awesome school. The staff is wonderful and the students are great at including my son in activities. The school has a world class music program and music teacher as well as an excellent arts program.
—Submitted by Tim McIntyre, a parent


Posted August 25, 2005

I am happy my child attends Hopkinson. Wonderful teachers, support staff and principal. Stay clear of the snarky parents.
—Submitted by a parent


Posted July 8, 2005

Dealing with this school has been a very pleasent experince should every one be so lucky the teachers really left a good impression on my daughter and she scored 97 and up in the STAT 9 tests on everything they have a great arts program and lots of quality school functions excellent parent involvment a very well rounded school.
—Submitted by greg b, a parent


Posted April 5, 2005

Many parents at this school are bent on creating superficial, overstressed children and creating an atmosphere of competition. I love the principal and teachers; however, my advice is to stay far, far away from the PTSA/Friends of Hopkinson parents - they're over obsessed! Yikes!
—Submitted by a parent


Posted February 7, 2005

High level of parent involvement. Well rounded curriculum. Warm environment.
—Submitted by a staff


Posted August 4, 2004

Administration and staff are simply the best!
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

957

Change from
2011 to 2012

0

API Statewide Rank
(2011)

10 / 10

API Similar Schools Rank (2011)

7 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2012

This school's
API score

957

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

0

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2011)

10 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

7 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 58% in 2012.

101 students were tested at this school in 2012.

2012

 
 
86%

2011

 
 
84%

2010

 
 
84%

2009

 
 
87%
Math

The state average for Math was 64% in 2012.

101 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
94%

2010

 
 
93%

2009

 
 
97%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 48% in 2012.

117 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
80%

2010

 
 
80%

2009

 
 
83%
Math

The state average for Math was 69% in 2012.

118 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
94%

2010

 
 
94%

2009

 
 
94%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 67% in 2012.

106 students were tested at this school in 2012.

2012

 
 
95%

2011

 
 
92%

2010

 
 
92%

2009

 
 
92%
Math

The state average for Math was 71% in 2012.

108 students were tested at this school in 2012.

2012

 
 
100%

2011

 
 
98%

2010

 
 
98%

2009

 
 
94%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 63% in 2012.

104 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
92%

2010

 
 
87%

2009

 
 
90%
Math

The state average for Math was 65% in 2012.

105 students were tested at this school in 2012.

2012

 
 
85%

2011

 
 
91%

2010

 
 
81%

2009

 
 
83%
Science

The state average for Science was 60% in 2012.

104 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
90%

2010

 
 
89%

2009

 
 
89%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students86%
Females90%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino78%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate83%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students96%
Females98%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate97%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students85%
Females89%
Males80%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)68%
Parent education - college graduate80%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students95%
Females93%
Males97%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino81%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)96%
Economically disadvantagedn/a
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only96%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)89%
Parent education - college graduate96%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students95%
Females100%
Males88%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino94%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)94%
Parent education - college graduate90%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

English Language Arts

All Students90%
Females88%
Males91%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)91%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)59%
Parent education - college graduate97%
Parent education - graduate school/post graduate98%
Parent education - declined to staten/a

Math

All Students85%
Females84%
Males87%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate86%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Science

All Students90%
Females84%
Males94%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)76%
Parent education - college graduate92%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 68% 27%
Asian 14% 11%
Hispanic 12% 51%
Two or more races 4% 3%
Black 2% 7%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 13%N/A54%
English language learners 22%N/A24%
Source: 1 NCES, 2010-2011
Source: 2 CA Dept. of Education, 2008-2009

Home languages of english learners

Language This school State average
Spanish 27% 85%
Japanese 18% 0%
Korean 18% 1%
Vietnamese 18% 2%
Filipino (Pilipino or Tagalog) 9% 1%
Russian 9% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 23N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 14N/A11
Average years teaching 15N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

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12582 Kensington Road
Los Alamitos, CA 90720
Phone: (562) 799-4500

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